The Analysis Of English Teacher Talk In Junior High School

With the continuous development of the society, economy and culture, the English Teaching in Chinais facing new challenges. The proposal of New Curriculum Standard requires the English teachers tochange the traditional teaching model and teaching conceptions to achieve a better teaching efficiency. Inthis context, the English classroom talk and the role of teachers and students in Junior High School aregoing through a series of changes and showing some new features.In recent years, as an important teaching aspect, the English Teacher Talk attracts more and moreattention from the linguistics and educators. Teacher Talk is the main source as the target language input formost Chinese students. So English Teacher Talk has a great influence on students’ English acquisition.However, most researches focus on the English Teacher Talk in Senior High School and College, and fewinvolves Junior High School.Based on the Comprehensible Input Hypothesis, the Comprehensible Output Hypothesis andInteraction Hypothesis, the thesis conducts a research about the Junior High School English Teacher Talk.The researcher employs the classroom observation, recording, questionnaire and interview to collect theresearch data. The major findings are that:1)in the quantity of classroom discourse, Teacher Talk takesmost of the class time;2) in the types of questions, teachers provide more display questions than referentialones.3) in the question wait-time, the time generally lasts about1to3seconds;4) in the types of feedback,teachers provides more positive feedback than negative ones, but most of them are simple and mechanical.On this basis, the author comes up with some suggestions for the improvement of the qualities andquantities of English classroom discourse.